فناوری آموزش

فصلنامه علمی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

حقوق مولف

اهداف و چشم انداز

همکاران دفتر نشریه

پیوندهای مفید

پرسش‌های متداول

اخبار و اعلانات

آیین نامه ها و مصوبات

هزینه های انتشار مقاله

راهنمای تهیه مقاله

فرم ها

خط مشی داوری

داوران

عضویت و راهنمای پابلونز

کارکردهای فناورانه آموزشی موک‌ها برای کارکنان در محیط کار

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم‌تربیتی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران

2 گروه مشاوره و روان‌شناسی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران

3 گروه آموزش عالی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران

چکیده

پیشینه و اهداف: سازمان­ها با آگاهی از عصری که با تغییرات روز به روز دنیا مواجه است، باید دائماً با فناوری و تغییرات فناوری همراه شده و آنها را برای بقا و دست‌یابی به بهترین نتایج ممکن اجرا کنند. یکی از این تغییرات فناوری تصمیم­گیری برای پیاده­سازی موک در حوزة یادگیری دیجیتالی آن هم در محیط­کاری سازمان­ها است که موضوع پیچیده­ای به­حساب می­آید و آگاهی و اطلاع­رسانی از اثربخشی خدمات آموزشی این نوع تکنولوژی به­عنوان یکی از انواع نمودهای آموزش مجازی در انتخاب این راه بی­نتیجه نیست؛ چرا که موک­ها نقش مهّمی را به­عنوان یک استراتژی آموزشی بالقوه برای سازمان­ها و شرکت­ها در کشورهای توسعه یافته و در حال توسعه داشته­اند. ازاین­رو، هدف از این پژوهش شناسایی کارکردهای فناورانه آموزشی موک­ها برای کارکنان در محیط­کار است.
روش‌ها‌: پژوهش براساس نوع هدف بنیادی، و از نظر رویکرد پژوهشی کیفی از نوع سنتز پژوهی صورت گرفته است. جامعة آماری شامل اسناد و مدارک (کتاب­ها، مقالات پژوهشی و مروری، پایان­نامه­ها و منابع اینترنتی) است که به طریق جستجو در پایگاه­های اطلاعاتی معتبر­ وب فارسی (پایگاه استنادی جهان اسلام، مگ­ایران، پایگاه اطلاعاتی نور (نورمگز)، مؤسسة علوم­انسانی و مطالعات فرهنگی سیویلیکا، سیستم شبکة دانش باراکات، پایگاه اطلاعات علمی ایران (گنج) و پژوهشگاه علوم و فناوری اطلاعات ایران (ایرانداک) و پایگاه داده­های وب لاتین (پروکوئست، اشپرینگر، اسکوپوس، ساینس­دایرکت، و هم­چنین موتور جستجوی گوگل­اسکالر) از 183منبع دریافتی با نمونه­­گیری به­طریق معیاری (از سال موک شرکتی2014تا سال2022) 45 نمونه انتخاب شد که در نمونه­ 32 اشباع نظری مؤلفه­ها حاصل شد. به­منظور گردآوری داده­ها از روش‌ تحقیق کتابخانه‌ای و جهت تجزیه­و­تحلیل داده­ها، از روش تحلیل مضمون که در تحقیقات کیفی کاربرد دارد، استفاده شده است. در انتها برای اعتباریابی مدل پیشنهادی تعداد 6 نفر از متخصصان در حوزه­های مختلف چون برنامه­ریزی درسی و آموزشی، تکنولوژی آموزشی و یادگیری الکترونیکی به­صورت نمونه­گیری هدفمند انتخاب گردید و سپس پرسش‌نامة محقق ساخته اعتباریابی محتوایی مدل مفهومی برای آن­ها ارسال شد و مدل نهایی پس از انجام اصلاحات مورد تأیید قرار گرفت.
یافته‌ها: در پژوهش حاضر براساس یافته­ها در نهایت سه مؤلفة اصلی حاصل شد. دستة اول فرایند آموزشی با 6 زیرمؤلفه (هدف­گذاری آموزشی دوره­ها، محتواهای دوره­های آموزشی، شیوه­های یادگیری حرفه­ای متنوع، فعالیت­های آموزشی حرفه­ای، منابع آموزشی دوره­ها، ارزیابی عملکرد)، دسته دوم بخش حمایتی با 5 زیرمؤلفه (پوشش آموزشی کارکنان، پشتیبانی آموزشی، هزینه­های آموزشی، برانگیزنده­های آموزشی، قابلیت­های روش آموزشی) و دستة سوم  بخش عملیاتی با 3 زیرمؤلفه (حیطه­های آموزشی، آموزش­های تکمیلی مهارتی، ایجاد مهارت­های نرم حرفه­ای).
نتیجه‌گیری: این مطالعه پیامدهای احتمالی کارکردهای آموزشی موک در محیط­­کار را نشان داده است که ذی­نفعان شامل سازمان­ها، شرکت­ها و کارکنان با اطمینان و با توجة بیشتر به این کارکردها می­توانند آن را در سیستم آموزشی خود به­کار گیرند چرا که به جرأت می­توان گفت هنوز اکثر سازمان­ها در ایران از مزایای بالقوه­ آموزشی آن بی­خبر هستند. در دنیایی که با پیشرفت سریع تکنولوژی آنلاین بودن چه از نظر شخصی و چه از نظر حرفه­ای در سازمان­ها از جمله کشورمان یک ضرورت محسوب می­شود و انتظار می­رود که نیروی کار امروزی بسیار ماهر باشند و پیوسته مهارت­های خود را  با معیارهای روز جهانی بهبود بخشند، و آنها می­توانند این مهارت­های جدید را از طریق یادگیری مادام­العمر یعنی موک­ها یک محیط دیجیتالی پیشرفته کسب کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The technological pedagogical functions of moocs to employees in the workplace

نویسندگان [English]

  • F. Fathi Hafshejani 1
  • H. Zeinalipour 2
  • A.A. Shikhi Fini 1
  • K. Fathi Vajargah 3
  • E. Jafari 3

1 Department of Educational Sciences, Faculty of Humanities, University of Hormozgan,, Iran

2 Department of Counseling and psychology, Faculty of Humanities, University of Hormozgan, Bandar Abbas, Iran

3 Department of Higher Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran

چکیده [English]

Background and Objectives: With an awareness of the era that entails the day-to-day changes, the organizations must constantly keep up with technology and technological changes and implement them to survive and achieve the best possible results. One of these changes is making decision about the implementation of massive open online courses (MOOCs) in digital learning area at the workplaces, which is regarded as a complicated issue. Awareness of and informing about the effectiveness of educational services of this type of technology, as one of the manifestations of virtual education, is not inconclusive in choosing this path due to the key role of MOOCs as a potential educational strategy in organizations and companies in developed and developing countries. The purpose of this research was thus to identify the technological pedagogical functions of MOOCs to employees in the workplace.
Methods: This basic research was conducted using a qualitative research synthesis technique. The corpus included documents (books, research and review articles, dissertations and Internet resources) retrieved by searching the authentic Persian (Islamic World Citation Database (ISC), Magiran, Noor Database (Noormags), CIVILICA Institute for Humanities and Cultural Studies, Barakat Knowledge Network System, Iran Scientific Information Database (GANJ) and Iranian Research Institute for Information Science and Technology (IranDoc) and Latin web databases (ProQuest, Springer, Scopus, Science Direct, and also Google Scholar search engine) retrieved from 183 sources using a criterion sampling method (From corporate MOOCs 2014 to 2022). A total of 45 samples were selected. Theoretical saturation of themes was reached by the 32th sample. In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique that is used in qualitative research studies. Finally, to validate the proposed model, a total of six experts in different fields, such as curriculum and educational planning, educational technology, and electronic learning were selected using a purposive sampling method. The researcher-made questionnaire for content validation of conceptual model was then sent for them. The final model was approved after modifications.
Findings: Based on the findings of this research, three main components were obtained. The first group was the educational process with six sub-components (Educational targeting of courses, Contents of training courses, Various professional learning methods, Professional educational activities, Educational resources of the courses, and performance evaluation); the second group was the supporting part with five sub-components (training coverage of staff, Educational support, Educational expenses, Educational stimuli, and capabilities of the educational method); and the third group was the operational part with three sub-components (Educational areas, Complementary skills training, and Creating professional soft skills).
Conclusion: This study showed the probable consequences of educational functions of MOOC in the workplace. The beneficiaries, including organizations, companies, and employees, can reliably employ these functions in their education system by paying more attention to them because it can be said that most organizations in Iran seem to be still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in Iranian organizations, and the today's workforce is expected to be highly skilled and to continuously improve their skills based on the today's global standards, they can acquire these new skills through life-long learning, i.e. MOOCs, in an advanced digital environment.
Methods: This basic research was conducted using a qualitative research synthesis technique. The statistical population includes documents (books, research and review articles, dissertations and Internet resources) retrieved by searching the authentic Persian (Islamic World Citation Database (ISC), Magiran, Noor Database (Noormags), CIVILICA Institute for Humanities and Cultural Studies, Barakat Knowledge Network System, Iran Scientific Information Database (GANJ) and Iranian Research Institute for Information Science and Technology (IranDoc) and Latin web databases (ProQuest, Springer, Scopus, Science Direct, and also Google Scholar search engine) retrieved from 183 sources using a criterion sampling method (From corporate MOOCs 2014 to 2022). A total of 45 samples were selected. Theoretical saturation of themes was reached by the 32th sample. In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique that is used in qualitative research studies. Finally, to validate the proposed model, a total of six experts in different fields, such as curriculum and educational planning, educational technology, and electronic learning were selected using a purposive sampling method. The researcher-made questionnaire for content validation of conceptual model was then sent to them. The final model was approved after modifications.

Findings: Based on the findings of this research, three main components were obtained. The first group was the educational process with six sub-components (Educational targeting of courses, Contents of training courses, Various professional learning methods, Professional educational activities, Educational resources of the courses, and performance evaluation); the second group was the supporting part with five sub-components (training coverage of staff, Educational support, Educational expenses, Educational stimuli, and capabilities of the educational method); and the third group was the operational part with three sub-components (Educational areas, Complementary skills training, and Creating professional soft skills).

Conclusion: This study shows the probable consequences of educational functions of MOOC in the workplace. The beneficiaries, including organizations, companies, and employees, can reliably employ these functions in their education system by paying more attention to them because we can dare say most organizations in Iran are still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in Iranian organizations, and the today's workforce is expected to be highly skilled and to continuously improve their skills based on the today's global standards, they can acquire these new skills through life-long learning, i.e. MOOCs, in an advanced digital environment.

کلیدواژه‌ها [English]

  • Keywords: Workplace
  • MOOC
  • Training Services
  • Knowledge Management
  • . Employees

COPYRIGHTS 
©2023 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. 

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نامه به سردبیر

سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

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[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.

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فناوری آموزش
دوره 17، شماره 2 - شماره پیاپی 66
فروردین 1402
صفحه 303-316
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  • تاریخ دریافت: 29 مرداد 1401
  • تاریخ بازنگری: 29 مهر 1401
  • تاریخ پذیرش: 25 آبان 1401
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